Duration: 30 min lecture, 20 min discussion, 30 min hands-on, 10 min other
Learning Objectives:
Learning Outcomes:
Assessment Types: Formative: Awkward Design Micro-Challenge: In small groups, create a purposely overloaded e-learning slide and identify design issues., Summative: Short quiz on foundational e-learning concepts.
Audience: Educators, Instructional Designers
Prerequisites: Basic knowledge of E-Learning concepts
Instructional design is a rapidly growing field focused on creating effective learning experiences and resources. It draws from various disciplines, including learning science, human-computer interaction, and educational psychology. Instructional designers work in diverse settings, such as corporate, education, and entrepreneurial environments, to bridge knowledge and skill gaps. They follow processes like the ADDIE model, which includes analysis, design, development, implementation, and evaluation. Key skills for instructional designers include applying learning theories, writing, development, visual design, communication, and problem-solving.
The video emphasizes the importance of developing instructional design skills to enhance job opportunities and impact. It covers various instructional design models, theories, and principles typically taught in a Master's program, including ADDIE, SAM, Dick and Carey, and design thinking. The video also discusses learning theories such as behaviorism, constructivism, cognitivism, and connectivism, and highlights the significance of understanding how people learn. Additionally, it touches on the importance of writing measurable learning objectives, evaluating learning programs using models like Kirkpatrick's, and applying principles like chunking, scaffolding, and self-directed learning. The video concludes with book recommendations and advice on additional skills and courses for aspiring instructional designers.
| Step | Learning Objective | In-Class Activity | Online Activity | Materials/Media | Assessment/Check | Notes |
|---|---|---|---|---|---|---|
| 1 | Introduce course scope and objectives | Facilitator-led overview of module goals and icebreaker polling participants’ familiarity with e-learning | Watch YouTube Video 1 and post one takeaway in the LMS discussion board | Slides, polling tool, YouTube Video 1, LMS discussion board | Review poll results and discussion posts for engagement | Allocate 10 min for polling and 15 min for video + posts; ensure captions enabled |
| 2 | Define e-learning and trace its historical evolution | Group timeline activity: arrange printed timeline cards (1960s–2020s) on wall | Complete interactive timeline matching activity in the LMS | Timeline of E-Learning Evolution visual, printed cards, LMS timeline tool | Correct placement of at least five key events in class; LMS activity score ≥ 80% | Divide into groups of four; provide guiding questions |
| 3 | Distinguish between synchronous and asynchronous learning modalities | Small-group Venn diagram exercise classifying real-world examples | Self-assessment quiz on modalities and post an example of each in discussion board | Synchronous vs Asynchronous Venn Diagram visual, online quiz, discussion board | Completion and accuracy of in-class Venn entries; quiz score ≥ 80%; peer review of posts | Encourage sharing of participants’ own contexts |
| 4 | Compare and contrast ADDIE and SAM instructional design models | Jigsaw activity: subgroups analyze ADDIE or SAM using infographic, then teach peers | Draft comparison chart in a shared online document and provide peer feedback | Instructional Design Models Comparison Infographic, collaborative document tool | Checklist of model elements covered during peer teaching; feedback submissions | Limit subgroup prep to 10 min; ensure equitable participation |
| 5 | Evaluate the pros and cons of e-learning implementations | Structured debate: teams argue advantages versus disadvantages using the evaluation template | Reflective journal entry listing two pros and two cons with evaluation criteria | E-Learning Evaluation Template, debate guidelines, LMS journal tool | Debate rubric scores; reflective journal aligned to rubric | Assign roles (timekeeper, presenter); allow 15 min prep |
| 6 | Apply foundational concepts to real-world e-learning scenarios | Teams design a mini e-learning outline for either the global corporation or math course case study | Develop a detailed module plan in LMS and share for peer review | Case study handouts, ADDIE template, LMS project area | Rubric-based evaluation of outline completeness and concept alignment | Provide both case studies; instructor circulates to coach teams |
| 7 | Summarize key takeaways and prepare for module assessment | Facilitated debrief of summary items and open Q&A | Complete module recap quiz and exam preparation activities in LMS | Summary slides, online quiz, exam prep checklist | Recap quiz score ≥ 80%; submission of exam prep checklist | Encourage use of summary sheet; remind learners of upcoming summative quiz |
Duration: 25 min lecture, 20 min discussion, 35 min hands-on, 10 min other
Learning Objectives:
Learning Outcomes:
Assessment Types: Formative: Awkward Design Micro-Challenge: Write a deliberately vague learning objective and refine it into a SMART objective., Summative: Peer review of drafted module-level outcomes.
Audience: Educators, Instructional Designers
Prerequisites: Module 1: Foundations of E-Learning
The ADDIE model is a foundational framework in instructional design, consisting of five phases: Analysis, Design, Development, Implementation, and Evaluation. Analysis involves understanding the problem, audience, and potential solutions, often starting with a needs assessment to determine if training is necessary. Design focuses on creating learning objectives and instructional materials based on analysis findings. Development involves transforming design documents into final learning products using tools like Storyline or Captivate. Implementation is the delivery of the learning experience, often through a learning management system, while Evaluation assesses the effectiveness of the training using models like Kirkpatrick's. Despite its importance, the analysis and evaluation phases are often overlooked in favor of design and development in modern instructional design roles.
The video provides an overview of the ADDIE model, a popular framework for instructional design used across various sectors like education, corporate, and government. ADDIE consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Each stage involves specific activities, such as identifying training needs, creating learning objectives, developing content, and delivering training. Evaluation is ongoing, with formative evaluation occurring throughout the process and summative evaluation assessing the training's outcomes. The stages are interconnected and adaptable, allowing for adjustments based on project needs.
| Step | Learning Objective | In-Class Activity | Online Activity | Materials/Media | Assessment/Check | Notes |
|---|---|---|---|---|---|---|
| 1: Pre-Work and Orientation | Familiarize participants with module scope and ADDIE basics | Welcome participants, discuss pre-work video reflections, outline module objectives and prerequisites | Watch two ADDIE model videos, review ADDIE Model Overview flowchart, submit reflections on framework applications | YouTube videos on ADDIE, ADDIE Model Overview flowchart PDF | Reflection submission in LMS before class; verbal check during in-class Q&A | Ensure pre-work is completed 24 hours before session; send reminder email with links |
| 2: Understanding Instructional Design Frameworks | Explain the ADDIE model and compare it with SAM and Dick & Carey frameworks | Interactive lecture using flowchart, group discussion to chart pros/cons of each model | Discussion board post comparing strengths and iterative processes of SAM vs. Dick & Carey | Slides with ADDIE/SAM/Dick & Carey summaries, ADDIE flowchart handout | In-class polling quiz on framework phases; instructor review of discussion board entries | Use breakout rooms for small-group analysis; project handout templates digitally |
| 3: Developing Learner Personas | Identify learner personas and articulate learner goals, motivations, and challenges | Persona workshop: teams use the provided template to create a detailed learner persona | Upload completed persona template to LMS for peer feedback | Learner Persona Template visual, sample persona for reference | Completed persona template; peer feedback comments logged in LMS | Encourage realistic demographic and motivational details; allocate 15 minutes per group |
| 4: Crafting Learning Objectives | Apply SMART criteria and Bloom’s Taxonomy to write clear, measurable learning objectives | Group exercise converting vague objectives into SMART, Bloom-aligned objectives | Micro-challenge: individually refine a given vague objective in LMS and submit | SMART criteria handout, Bloom’s Taxonomy chart | Submission of refined objectives; instructor provides formative feedback | Provide example transformations; use a shared document for collaborative editing |
| 5: Drafting Module-Level Outcomes and Alignment | Draft module-level outcomes that align directly with learning objectives | Use Objective–Outcome Alignment Matrix infographic in groups to map objectives to outcomes and assessments | Peer review each other’s alignment matrix using a rubric in LMS | Objective-Outcome Alignment Matrix infographic, peer review rubric | Completed alignment matrices; peer review scores and comments | Highlight measurability and performance focus; circulate matrix templates electronically |
| 6: Wrap-Up, Reflection, and Exam Preparation | Reflect on instructional design principles and prepare for summative assessment | Group reflection discussion, Q&A on key takeaways, preview of next module | Complete exam preparation activities: comparison table, persona draft, outcome alignment exercises | Summary slide deck, exam prep checklist, summary items list | Short quiz on module objectives; submission of exam prep tasks in LMS | Remind participants of prerequisites for next module; send follow-up email with resources |
Duration: 20 min lecture, 15 min discussion, 45 min hands-on, 10 min other
Learning Objectives:
Learning Outcomes:
Assessment Types: Formative: Awkward Design Micro-Challenge: Insert a distracting audio clip into a slide, then revise according to best practices., Summative: Hands-on demonstration of creating a micro-learning video.
Audience: Educators, Instructional Designers
Prerequisites: Module 2: Instructional Design Principles
Diane Elkins, president of Artisan eLearning, hosted a session discussing popular eLearning authoring tools, sharing insights from her extensive experience since 2003. The session focused on comparing tools like Articulate Studio, Articulate Storyline, Adobe Captivate, and Lectora Publisher based on criteria such as price, ease of use, graphics capability, interactivity, and mobile compatibility. Diane emphasized the importance of choosing the right tool based on specific needs rather than personal preferences. She also highlighted the strengths and weaknesses of each tool, particularly in areas like accessibility and software simulations. The session concluded with a Q&A, addressing audience questions about tool functionalities and best practices.
| Step | Learning Objective | In-Class Activity | Online Activity | Materials/Media | Assessment/Check | Notes |
|---|---|---|---|---|---|---|
| Pre-Class | Provide foundational familiarization with e-learning tools and module context | None (asynchronous) | Watch the tutorial video “E-Learning Technology Tools Tutorial,” review the LMS Feature Comparison Matrix infographic, read the Moodle vs. Canvas vs. Blackboard article, and post three key takeaways plus two questions in the discussion forum. | YouTube video link; LMS Feature Comparison Matrix infographic; comparison article link; discussion forum | Forum post summarizing three insights and two questions | Learners should complete at least 48 hours before class; instructor reviews forum for common questions |
| 1. LMS Survey | Survey popular LMS platforms and their core features | Mini-lecture on LMS definitions, roles, and core features (20 min) followed by group activity to fill a blank feature comparison matrix for an assigned platform pair (15 min) | Contribute to a shared Google Sheet comparing features of two additional LMS platforms | Lecture slides; blank LMS Feature Comparison Matrix template; projector; Google Sheet link | Completed group matrix and contributions in shared sheet; brief group presentation | Use the infographic to guide discussion; assign groups different platform pairs |
| 2. Content Authoring Tools | Demonstrate use of content authoring tools like video editors and authoring software | Live demo of Camtasia and Articulate Storyline basics, then hands-on breakout to import assets, apply a transition, and export a 10-15 second clip | Upload a 30-second sample clip to the LMS media gallery with a brief description of the tool and steps followed | Demo assets (video/audio files); computers with Camtasia and Articulate Storyline; Content Creation Workflow flowchart | Uploaded clip meets basic editing criteria verified by self-evaluation checklist | Encourage exploration of open-source alternatives like OpenShot; take screenshots for reflection |
| 3. Multimedia Best Practices | Explore multimedia best practices for audio, video, and interactivity | In pairs, critique provided media clips for best-practice violations, then record a 10-second narration applying audio guidelines | Submit the recorded narration and a 100-word reflection on one best practice applied via the LMS assignment | Multimedia Best Practices Checklist template; sample audio/video clips; microphones | Completed critique worksheet; narration file and reflection submission | Highlight accessibility features such as captions and transcripts |
| 4. Synthesis & Feedback | Integrate tools and best practices to design engaging multimedia content | Participants present their clips or narrations; peers provide feedback using a rubric; instructor summarizes key takeaways | Submit a 200-300 word reflective summary listing two LMS comparisons, authoring tool experience, and selected best practices | Peer feedback rubric; reflection prompt document; projector | Peer feedback quality assessed by rubric scores; reflection submission | Reinforce summative assessment goal: hands-on micro-learning video demonstration |
| Post-Class | Prepare for module assessments and reinforce learning | Optional office hours Q&A session | Complete exam preparation tasks: review Module 2 content, re-read comparison article, practice another short video, and draft an interactive quiz in an authoring tool | Exam preparation checklist; Module 2 content link; reading link; LMS sandbox | Completion log of exam prep checklist; optional draft quiz submission for feedback | Encourage learners to set internal deadlines and self-pace their exam prep |
Duration: 25 min lecture, 20 min discussion, 35 min hands-on, 10 min other
Learning Objectives:
Learning Outcomes:
Assessment Types: Formative: Awkward Design Micro-Challenge: Develop a hyper-frequent quiz strategy and then improve engagement with spaced assessments., Summative: Design a comprehensive online learning activity incorporating a quiz and peer review.
Audience: Educators, Instructional Designers
Prerequisites: Module 3: Technology Tools for E-Learning
The text provides ten strategies to enhance student engagement in the classroom. These include incorporating varied teaching methods like hands-on activities, videos, and music to cater to different learning styles. It suggests using callbacks and physical signals for classroom management, making content relatable through pop culture, and integrating gamification elements. Additionally, it emphasizes the importance of student choice, collaboration, frequent assessments, and brain breaks to maintain focus and motivation. Lastly, it encourages the use of interactive teaching tools and technology to make learning more engaging.
The session focused on innovative assessment strategies for asynchronous online classrooms, led by Desire Cwell. Participants were introduced to various strategies such as choice boards, roleplay scenarios, peer and self-assessment, video abstracts, interactive presentations, teaching guides, brochures, and case studies. Desire emphasized the importance of making assessments intentional, collaborative, and authentic, while also offering students autonomy in how they demonstrate their learning. The session included practical examples and resources, encouraging participants to adapt these strategies to their own teaching contexts. Attendees were also invited to share their insights and questions, fostering an interactive and collaborative learning environment.
| Step | Learning Objective | In-Class Activity | Online Activity | Materials/Media | Assessment/Check | Notes |
|---|---|---|---|---|---|---|
| 1 - Introduction and Overview | Introduce module objectives and structure | Instructor presents module overview and objectives; participants discuss expectations and prerequisites | Watch provided YouTube videos and post a summary of key takeaways in the discussion board | Presentation slides; YouTube videos (Online Course Assessment Strategies and Engagement Techniques for Educators - Video 1 & 2); module overview document | Review of discussion board posts for summary accuracy and completeness | Encourage participants to reference Module 3 as prerequisite; provide deadlines for online posts |
| 2 - Designing Formative and Summative Assessments | Design formative and summative assessments suitable for online courses | Analyze the Assessment Workflow flowchart; group exercise to align learning objectives with assessment types and draft rubrics | Complete an online worksheet to map specific objectives to assessment formats and create digital rubrics in the LMS | Assessment Workflow flowchart visual; LMS quiz and rubric tool; formative quiz example guide | Submission of completed worksheet and sample rubric for instructor feedback | Use the flowchart to guide iterative design; ensure rubrics include clear performance levels |
| 3 - Implementing Engagement Activities | Implement engagement activities such as discussion forums, quizzes, and peer reviews | Review Discussion Forum Template; design a forum prompt and participation guidelines in breakout groups | Set up the designed forum in the LMS and initiate an initial discussion thread as a facilitator | Discussion Forum Template infographic; LMS discussion board tool; Moderating a Discussion Forum example | Provide a screenshot of the live forum setup and initial post with guidelines | Highlight clear deadlines and moderation strategies; remind participants to use rubric |
| 4 - Applying Motivation Strategies | Apply motivation strategies to boost learner interaction | Collaborative Venn diagram exercise categorizing intrinsic and extrinsic motivators; ideation of gamification elements | Develop and submit a gamified peer review plan incorporating badges and leaderboards | Motivation Strategies Venn diagram visual; Gamified Peer Review Session example; leaderboard template | Peer review of submitted gamification plans; instructor rubric scoring | Encourage creative application of both intrinsic and extrinsic motivators; share exemplary plans |
| 5 - Integrated Design Workshop | Integrate assessment, engagement, and motivation strategies into a mini-module | Hands-on workshop: in pairs, design a 1-week online learning segment with a quiz, forum activity, and motivation elements | Refine workshop deliverable based on peer feedback in shared online document | Worksheet for mini-module design; LMS peer review tool; Engagement Strategy Timeline visual | Submission of final mini-module plan in LMS; peer feedback completion log | Time-managed activity; instruct pairs to align with summary best practices |
| 6 - Wrap-up and Reflection | Summarize best practices and prepare for module assessment tasks | Group presentations of mini-module plans; final Q&A session | Complete summary quiz and reflect on key takeaways in the discussion board using summary items | Summary slides; summary item list; LMS quiz feature; exam preparation checklist | Quiz results and reflective posts assessed for comprehension and readiness | Remind participants of exam preparation tasks and deadlines; highlight support resources |